p.

PAGE 16

Lesson Plan Format for Teacher Education Candidates

Ithaca College School of Humanities and Sciences
Name

Hope Darcey-Martin

Lesson Title or Topic

Human Rights

Grade Level

3rd

Course Name or
Content Area

Social Studies

Context
1.
This is the first lesson in a unit on human rights and water.
Students have previously been working on geography and map making.
2.
The long-range learning objective is for students to understand
that everyone has human rights, these rights are not always met, water
is a natural resource and access to water is a human right. We all have
the responsibility to ensure these rights are met. Students will make
connections between their own lives and the lives of those around the
world through discussion, literature, primary source documents,
analyzing case studies, and developing critical thinking skills to plan and
execute solutions to relevant social and moral issues.
3.
The students for whom this lesson has been developed are in
3rd grade. It is a diverse group of 16 students. Several students have
IEPs and one student has a 1-to-1 aide. Many students need extra
support in math, writing, reading, and speech. The class has been
developing a community in which different needs are accepted. Students
are learning to honor each classmate and understand that teachers and
students all must support each other in different ways throughout the
day.
Central Focus

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The central focus of this lesson is learning about human rights by exploring
an adapted primary source. Students will identify previous knowledge on
the subject and add to this knowledge through independent thinking, small
group and whole class discussion and presentations.
State/National Content Standards (Common Core State Standards)
Social Studies: CCSS framework conceptual understanding 3.8: The
concept of universal human rights suggests that all people should be
treated fairly and should have the opportunity to meet their basic needs.
CCSS framework conceptual understanding 3.8a: Across global
communities, governments and citizens alike have a responsibility to
protect human rights and to treat others fairly
ELA: CCSS.ELA-Literacy.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of
a character or setting)
CCSS.ELA-Literacy.RI.3.6
Distinguish their own point of view from that of the author of a text.
CCSS.ELA-Literacy.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur).
Objectives and Assessments
Learning Objectives

Formative
Assessments

Summative
Assessments

1.Identify and explain

several human rights.

1. Morning message
question: Can you
think of a human right
that we all have? Write

1.

p. PAGE 16

your idea below. This

is a pre-assessment. I
can determine if
students are familiar
with the concept of
human rights. I expect
some students will
write, speech,
voting or education.
I also expect some
confusion with rights
and responsibilities (ex.
pay taxes).
-Students fill out
concept web throughout
the lesson. I expect
students will be able to
add individual rights to
their web as students
discuss rights, through
the movie, the book,
and the group
presentations. Each
student may have a
different number of
rights but I expect
students will have at
least 15 (6 are given
from the start).
2.Students will become
familiar with the
Declaration of Human
Rights and are able to
engage with the text.

2. -Students fill out

2.
concept web throughout
the lesson. I will
determine how many
rights they were able to
identify on their web. I
expect students will be

p. PAGE 16

able to add individual

rights to their web as
students discuss rights,
through the movie, the
book, and the group
presentations.
-Group work and
presentations. The 4
teachers will circulate
and take note of what
students contribute in
the group. I expect
students can make a
personal connection
with their life, comment
about how effective the
picture is and/or identify
text to world
connections pertaining
to the right.

3. Apply knowledge of
human rights to
interpret an individual
right.

3. Whole group, small

group discussion and
presentation of right.
The 4 teachers will
circulate and take note
of what students
contribute in the group.
I expect students can
either make a personal
connection with their
life, comment about
how effective the
picture is and/or identify
what the right makes
them think.

3.Homework
assignment to create
visual interpretation of
a right. Students should
be familiar with all the
human rights. They
should be able to draw
a picture that
represents their
understanding of the
right. I expect them to
either draw a literal
interpretation or an
example of what does
or does not constitute

p. PAGE 16

as the right.
Prior Knowledge

1.
Students must know how
to pair and share
2.
Students must know how
to conduct themselves during
small group activities.

1.
This has been practiced
throughout the year.
2.
Students have worked in
small groups in previous lessons.
Listening and being respectful of
classmates is reiterated in the
class rules that are posted.

Academic Language
Academic language function
Students will interpret individual human rights based on the adapted
Declaration of Human Rights (book) and through class discussion. Students
will have many opportunities to access information which with allow them to
interpret including text, visuals, PowerPoint, movie, small group discussion
and whole group discussion. The teacher will facilitate these discussions to
help students stay on topic. Students will interpret in a small group and will
learn from other group presentations. They will then interpret on their own for
homework, using example from the lesson as a guide.
Language demands

Language support

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Skill vocabulary:
-Pair and share

-Web (organizer)

Content Vocabulary
-Rights
-Human Rights

-Primary source document

-Article

-Students have used pair and share

throughout the year and know that its an
expectation to try to contribute something to
their discussion with their partner. Its also an
expectation that they will listen respectfully.
-Students have used web worksheets before in
class. They know that the central focus is in
the middle and details surround the focus. This
is still a relatively new tool for many of the
students and the teacher will model its use by
orally describing how to use the web and by
filling in a few details based on students ideas
from morning message.
-Students will be familiar with the concept of
rights as they created classroom rules and
expectations. These include treating others
the way you want to be treated yourself.
However, they may not be familiar with the
term rights itself or the term human right.
The morning message acts as formative
assessment to determined students previous
knowledge. The term will be defined in the
lesson.
-Although students will be using an adaptation
of the primary source document, students
should understand the term as primary source
documents will be used throughout the unit.
-This is probably a new word for many and will
be directly defined by the teacher during the
lesson.

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Lesson Procedures: Instructional Strategies/ Learning Tasks

Opening 10 minutes (Pre-lesson)
1. First thing in the morning before the pledge and announcement students
will answer the following question on the whiteboard (students do this every
morning so they know to do their best with their writing): Can you think of a
human right that we all have? This is usually done independently but since
several children surround the board at once, conversations develop
surrounding the question. Teacher can monitor this conversation to get an
idea of their own thoughts and initial informal discussion. Children often help
each other with spelling. This open ended question allows students to
begin thinking about the topic for the lesson and acts as a preassessment for the teacher.
Step-by-Step Procedures

Prelesson
Discussio
n: 5-10
minutes.

2. During morning meeting (this happens right before 8:30

special) students engage in a choral reading of the morning
message and question on the rug. This allows all students to
engage in reading without singling out a particular student who
may struggle. The morning message provides both visual and
auditory modeling of reading. Teacher then reads all of the ideas
generated out loud and asks for volunteers to discuss their ideas
further. This allows students who want to share the opportunity,
but honors the students that prefer to just write or prefer not to
share with the whole group. Once certain students share it might
help the students who were unsure of the question or what a
human right might be. They will then have the opportunity to
share their ideas even if they did not write the answer to the
question initially. The idea of human rights will be explored
throughout the forthcoming lesson through the Declaration of
Human Rights. Be sure to mention that rights and writes are
homophones and can be confusing. Ask if anyone has heard the
word declaration. Students may be familiar with declare. If not
add to the word wall (statement or announcement). Ask students
to share what they notice about the term Declaration of Human

p. PAGE 16

Rights using the pointer on the smartboard. The words are all
capitalized which means its a proper noun, or a particular
document not just a passing announcement. Students have been
working on proper nouns and this is a way to tie in a writing
concept with social studies. This group share acts similarly to a
pre-teach of the main concept so that everyone will have a
sense of human rights before the lesson. This again, similarly to
step 1, allows the teacher to assess students
understanding of rights. Do students use personal
examples? Do they draw upon previous knowledge of
historical rights movements? Current events? Can they
explain why human rights are important?

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Lesson
Begins/1s
t Activity:
15
minutes.

3. During their special, fill in a few ovals on the human rights

concept web handout with the rights that were previously
generated by students earlier and make a copy for each student.
After students come back from special have them return to their
seats. Use attention signal (hey, ho) and explain that you will
continue where they left off talking about human rights this
morning. They will all have a copy of a word web on their desk.
Start PowerPoint.
Slide 1: Intro slide with objectives. 1.Identify and explain several
human rights, 2.Understand the purpose of the Declaration of
Human Rights, 3. Apply knowledge of human rights to interpret an
individual right. Ask if someone would like to come up with a
definition for human rights: (ex. Things that keep people safe and
happy that everyone should have). Add this to the word wall on
the board. Reintroduce the term Declaration of Human Rights.
Slide 2: Ask if anyone noticed something about the web.
Students will notice that it is partially filled out with familiar rights.
Explain that throughout the lesson they will be adding to the web,
therefore adding to their personal knowledge about rights they all
have.
4. Slide 3: Displays clear directions for video exercise. Explain that
they will watch a short video twice about how the Declaration of
Human Rights was created. The first time they will only listen and
think about new rights that are brought up. The second time they
will add at least one right to the web. This can be one word or a
full sentence. Perfect spelling is not required. They will then pair
and share and finally discuss as a group. Ask, Can someone raise
their hand and tell me what we will do when we watch the movie
the first time? (Just watch and listen). Repeat students answer outloud and point to direction on PowerPoint. Do the same for the
second viewing directions. This will allow all students to be clear
about the instructions without having to be singled out. Define the
word article on the word wall as they will need to know it for the
movie. It is beneficial for students to help generate definitions but
in this case it is appropriate for the teacher to clearly define this
one word before the movie. Tell students that if anyone has trouble
hearing any part of a video, I will repeat what was missed. After
the second viewing instruct the students to pair and share for 2

p. PAGE 16

minutes. Then ask for volunteers to share aloud. After one person
is done sharing encourage them to call on a classmate who has
their hand raised since we are discussing as a class not for the
teacher. This hopefully will increase engagement as students
understand that they are scholars and that they can engage in
thoughtful conversation with their peers. As students share,
project an empty web. Write a few more ideas on the web as
students share. This allows the students who struggle with spelling
or auditory learning to copy additional rights for their web (direct
modeling for those who need it.) Eventually by the end of the
lesson students will be able to add a right to the web on their own
or will be able to use the web independently for another lesson.

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Small
Group
Activity
15
minutes

4 .Slide 5: (Instructions for activity in two short sentences). Tell

students they will now be looking at an individual article from the
Declaration of Human Rights in groups. The groups are already
written on white board and all meeting spots have been used
before. Groups are predetermined by mixed abilities and mixed
learning strengths (3 groups of 3, 1 group of 4). Groups have a mix
of strong readers, strong leaders, strong artists, strong conceptual
thinkers etc. Students all benefit from their group members
strengths. Students who are reluctant to participate, shy or have
difficulty reading can be supported by their peers since a small
group atmosphere can be less intimidating. The pictures are large
bright and involve children. Tell students that each group will
receive a large image with a human right written above. The rights
chosen are from the book that will be read later in the lesson.
There will be more copies than needed which allows the teacher to
use the rights that were not discussed as much thus far. As a
group they will discuss the right, for example, what it means to
them. Directions for how they will present are deliberately open
ended. If this was an independent assignment that may be
overwhelming to have that much choice but as a group it allows
for collective creativity and a sharing of ideas. The teacher will
circulate helping to manage/answer questions/assess
discussion. (It would also be helpful to have a tape
recorder in a central location to try to catch some of the
discussion missed. It may even be possible to set up a few
since there will be so few groups. This would provide
valuable information for formative assessment) . Notice
who speaks, listens, leads, writes, draws. Take note of the
connections students make between the rights and
themselves as well as the right and how it is depicted in
the image. Since there are only 4 groups it will be easy to
monitor each group. As you are circulating listen and ask
students to explain further and ask why and how they
made a certain connection.

p. PAGE 16

Group
5. Use attention signal for freeze (chime three times). Each
Share: 10 group will share however they choose to present (skit, picture,
minutes
verbal explanation). Use a chart to take notes on each student
during presentation. Remind students to add to their web if they
Read
would like (optional). This allows the students who need to be
Aloud :
physically engaged to write notes while still attending. Some
10
students may be ready to take notes on their own at this point
minutes
without direct modeling. It also allows those who have trouble
multitasking to just watch and listen. 6. After everyone presents,
read We are All Born Free aloud to the class (an adapted version of
the Declaration of Human Rights with all 30 articles). Students will
recognize some of the photos from the previous activity. This
allows for immediate connection and engagement since they have
previous knowledge or and experience with certain images. Tell
students you will read the entire book through and that they do
not need to take notes or think of specific questions. The book has
little writing on each page and the pictures represent the article
literally and figuratively. However they are free to raise their hand
if they have a question. After the book is read aloud ask if anyone
heard a right that seemed really important to add to the web.
Allow children to discuss.
7. Slide 5. Briefly reiterate the 25th Article by reminding students
that having a good life includes having basic needs met (this will
have been discussed with the last group). They will learning more
about this later in the unit.
Song: 10 8. Tell students they will now have a chance to get up, move
minutes
around and learn a new song, Some Rights in This World. Explain
that you have enough time to learn the chorus today but will
continue to add to the song over the course of the unit. This is yet
another way for students to engage with the lesson and content.
9. Slides 7-12: Full lyrics to the song. Play the beginning of the
song. Stop the music and explain that you will sing a line and they
will sing it back. The next few slides include one line of the song
each with a picture of a motion. This picture will help with the
bilingual students who may benefit from visuals to reinforce the
vocabulary definitions. Go through each line with the motions then
try it all together with the song. It is not mandatory that everyone
sings but it is greatly encouraged as song can be a powerful way

p. PAGE 16

to connect with content and different learning styles.

p. PAGE 16

Closure 5 minutes: Slide 13. Attention signal for circle up. The teacher will
ask what the students thought were the main ideas to take away from the
lesson. Be sure to read the slide aloud as well so everyone has a visual and
audio review. Slide 14: Explain homework assignment by reading and
showing the assignment packet. Ask if anyone is unclear about the
assignment. Students are encouraged to draw/write, depict the right however
they would like (they can label the right in English or another language or
both). End the lesson by asking students to think about this question as they
are completing the homework: Do you think everyones human rights are
respected around the world? This will be a huge question we will be exploring
in the unit. The book will be added to the library for students to read on their
own.

Differentiation
Universal Design

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Representation: Information will be accessible through various means of

representation including images, text, and video. Vocabulary is either pre
taught or added to the word wall after defined as a class. This is permanent in
the classroom and is available for students when they need it. It is helpful for
students who are absent to see what vocabulary was taught the previous day.
Engagement:
-Students will be encouraged to think independently first but will then pair
and share and benefit from whole and small group discussion.
-Human rights are inherently relevant to all students. This is a very accessible
subject since it relates to everyone. It is also appropriate developmentally as
most third grade students are becoming increasingly aware of a sense of
fairness and some students may be starting to grapple with idea of justice.
The topic of human rights addresses this sense of fairness in both personal
and global ways.
-Students have choice in how they participate and how they present as a
group and how they complete their homework.
-Known attention signals are used so that everyone is clear about how and
where to transition. This minimizes distraction and confusion.
Expression/Action:
-Students are all expected to write during the lesson but not without support
when needed. Students can write sentences or words and will always have a
model to copy from if needed. Writing is not an integral part of this particular
lesson but those who would like to write more have the opportunity. Students
are encouraged to push themselves appropriately by being given choice.
Teacher can monitor these choices and can independently conference at a
later date if there might be a discrepancy between potential and
achievement.
-Song/music is incorporated into the lesson for students to have yet another
way to synthesize content.
-Students can choose many roles to play within the small group discussions.
Some may contribute ideas orally, may draw, role play, etc.
-For homework students pick what right they wish to depict visually. Words,
dialog etc. may be incorporated. They must write the right somewhere on the
paper but can paraphrase or take directly from their rights web.
-Students will not be required to all orally share in front of the whole class. Its
important for all students but especially for English language learners to be
exposed to language. Participation in discussion does not always mean a
verbal contribution. Students can learn from and learn to model from peer

p. PAGE 16

contribution.

Students with Specific Learning Needs (to be completed below)

IEP/ 504 Plans (classifications/needs)

Supports, Accommodations,
Modifications, Pertinent IEP Goals

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-Student with autism

-Student with Learning Disability

-Student with 504/behavioral plan

-Student has a behavior plan that

outlines in detail the steps that are
taken when the student become
frustrated. The 1-to-1 aide supports
the student if they become unsafe in
the classroom. The student and aide
can take a walk/take a break if
needed. This is done in a way that
honors the students needs while
allowing other students to continue
working in a calm and safe
environment.
-This student needs academic and
emotional support. She is placed in a
group with a student who is strong in
all subjects and has taken the child
under their wing. They are
consistently observed working
together without being asked.
-This student has difficulty with
executive functioning. There is
consistent modeling in this lesson by
both teacher and students. Every
instruction is spoken orally and
written. The concept web template
and example will help with
organization. Throughout the lesson
students can add to the web. This will
allow this student to have multiple
opportunities to get their thoughts on
paper.

Other Learning Needs

Supports, Accommodations,
Modifications

p. PAGE 16

-Students Who Need Extra Challenge

-These students have many choices

during the lesson. They can take
leadership roles, write detailed
explanations, ask questions (even if
they cant be fully answered at the
time). If students ask a question that
involved deeper investigation, the
teacher can provide additional
resources for the student (library
books) and can continue the
conversation at another time during
the day. These students also have
opportunities to help support their
peers through pair and share and
group work. When filling out the web
students are able to use their own
words to expand on a particular right.

Instructional Resources/Materials
-PowerPoint/Smartboard
-Web handout
-Enlarged copies of individual pages from, We are All Born Free.
-Homework packet-instructions, printout of rights, paper for picture
-We are All Born Free created by Amnesty International.

Theoretical Principles/ Research-Based Practices

p. PAGE 16

1.Based on Kohlbergs cognitive-development theory, students in 3rd

grade (8/9) have a strong sense of fairness. Students at this age can
understand and see that something is fair for someone and not fair for
another (Kohlberg, 1963). However, the sense of justice and perspective can
begin to be introduced in the classroom at this age by having students
participate in discussions about democratic ideals on a personal and broader
level. This can foster students understanding of their place in the world and
the social responsibilities people have to help others in society (Ostrovsky,
Parr & Gradell, 1992).
2. This lesson in based on universal design for learning when possible.
UDL aims to provide every students with access to curriculum so that they all
have opportunities to learn and grow (Mcguire, Scott & Shaw, 2006).
3. Morning message can be an effective tool introduce or reinforcing
literacy skills, target vocabulary and concepts pertaining to a unit of study.
Students should have varied exposure to content vocabulary in context
(Wasik, Hindman).
4. This lesson is built on the understanding that young students have
ability to explore complex real-world issues and can develop critical literacy
skills. This lesson introduces the issues of water use and access, controversial
issues that involve many conflicting perspectives. This lesson allows students
to explore concepts on a global scale but also look introspectively at their own
lives (Lewison, Flint & Sluys, 2005). Human rights issues, such as access to
resources, cannot be explored without looking at inequality. Students can
begin to develop a critical eye in order to analyze how and why people do not
experience the same access and what can be done to promote equity in their
own lives (Leland & Harste, 2000).
References
Kohlberg, L. (1963). The development of childrens orientations toward a
moral order. Human
Development, 6(1-2), 11-33.
Leland, C.H., & Harste, J.C. (2000). Critical literacy: Enlarging the space of the
possible.
Primary Voices K-6, 9(2), 3-7.
Lewison, M., Flint, A.S., & Van Sluys K. (2002) Taking of critical literacy. The

p. PAGE 16

journey of
newcomers and novices. Language Arts, 79(5), 382-392).
Mcguire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal Design and its
Applications in
Educational Environments. Remedial and Special Education, 27(3), 166175.
Ostrovsky, M., Parr, G., & Gradel, A. (1992). Promoting Moral Development
Through Social
Interest in Children and Adolescents. Individual psychology, 48(2), 218225.
Wasik, B. A, Hindman, A. H. (2011). The morning message in early childhood
classrooms: Guidelines for best practices. Early Childhood Education Journal,
39(3), 183-189.
Book and Video from:
Amnesty International (2008). Resources for early years and primary schools.
http://www.amnesty.org.uk/primary-schools-educationresources#.VJDvgidYRb0

This lesson was inspiring for me as an educator. I have been wrestling with
the issue of how to incorporate important social issues into an elementary
classroom and if they had the ability and interest to explore these topics. They
were incredibly engaged in participation and conversation during this lesson.
The idea of human rights was relevant to each student.
I was able to audio record the entire lesson and when I got home was
able to listen back. I was again astounded by the discussions I heard (I wasnt
able to hear every discussion in every group during the lesson). Students
were on task and engaged in meaningful discussions about equality and

p. PAGE 16

fairness as well as analyzing the pictures from the book with a critical eye.
One student, Student E., pointed out how the one picture did not accurately
represent the human right since it was a trivial example that would never
really be harshly punished. This same student asked really tough questions
during the lesson such as, Well, if we all have a right to vote and pick our
leader, what about people who are get out of prison and cant vote?. I was
unable to discuss the question with him at the time but told him to write it
down and we could discuss it later. I was able to meet with him during readto-self (he chose to re-read the Human Rights book) and spoke with him
about the voting issue. He gave me his opinion and I offered the opposing
view (he thought people who did violent crimes should not be able to vote but
other people who just stole something should). It would be really helpful to
incorporate wonder boxes or a way for inquisitive students questions to be
honored when they cannot be fully answered in class. There is a suggestion
box but nothing else. I was able to go to the library to find a few books for
Student E. to help answer his questions about the voting procedure and
political parties. I had mentioned that I would try to find some additional
resources for him. On Wednesday Student E. immediately asked, Did you
bring me books?. Luckily I had brought them with me. Students really do
expect teacher follow through.
Students who usually do not talk contributed to conversation. It was
very interesting to use the morning message pre-assessment question and
discussion to determine their prior knowledge about rights. Every student
spoke about Martin Luther King and the civil rights movement. It was
interesting to know that they didn't have a real sense of rights as being a
modern struggle.
Throughout the lesson I was able to assess students learning and how
this expanded from their somewhat limited view of human rights. The concept
acted as a condensed version of the declaration of human rights. I could see
how through discussions of the read aloud and analyzing the individual rights
in groups students added the rights to the web that were important to them.
The creativity in the group presentations showed a deep analysis of the right

p. PAGE 16

beyond the words themselves. Several groups created a skit which provided
real world examples relevant to their lives. For example, one group had the
right, Everyone has the right to own things or share them. Nobody should
take them from us without a good reason. The groups performed a skit where
a teacher took a pencil away from a student because the student was poking
a classmate with it. They then showed someone taking someone elses pencil
for no reason. Another group had the right about blame and imprisonment
without just cause. One student analyzed the picture itself and said he
thought the picture of the little girl breaking the vase was not a very good
picture to represent that right. He explained that your parents would not call
the police if you did something that little. This was a profound image analysis.
The presentations showed me that their understanding of human rights
moved beyond past historical movements and how they are relevant today.
The summative assessment homework assignment gave important
information on student understanding. Almost every student was able to
represent a human right visually. Many students used characters and dialog
showing an example of the right being respected or not respected. Two
students used a cartoon strip style. They were able to show what the right
meant to them. One student chose the right to choose their own leader (right
to vote). Her image depicted people voting at a voting booth. The person was
saying, I can vote for an adult or a child!. I realized that this student had
misinterpreted the right. I was able to speak with her and ask what she
meant. Through our discussion she realized that it didnt mean that anyone
could run for office. She ended up rewriting the speech bubble to say, I can
vote for an adult for president. It might have been helpful to have everyone
brainstorm what they might draw and either share with a partner or share
with the teacher so that I could assess their understanding on that specific
right beforehand.
If I taught this lesson again I would possibly re-evaluate the group
presentation format. By the last presentation students were getting a little
antsy. I am not sure exactly what would work best but maybe having one less
group would be helpful. Students were so creative for their presentations. Two

p. PAGE 16

groups decided to do skits. While the open format worked well for this group
of students, I may have to assign group roles or give more guidance with
another group of students.
Although I left the students with the question regarding whether they
think human rights are always respected, it may have been better to
incorporate it into this lesson. This would have provided students with an
additional and deeper understanding of the concept that is so crucial. We go
into depth further in the unit about lack of water access being a human rights
issue but the Do we all have these rights? question could have been posed
towards the beginning of the lesson. Students would not have necessarily
been assessed on this concept but the sooner they start to think about how
rights are not always respected, the deeper they can understand the purpose
for the creation of the Declaration.
I also found that I ran short on time. Luckily I was able to use other times
during the day to finish the lesson but if I had more strict time constraints I
would have to determine what could wait until the next day or what would
have to be omitted. Having one fewer group would help with time and
teaching the song could happen the next morning.

Morning Message

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Blank Concept Web Template

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Homework Instructions for Packet

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Adapted Declaration of Human

Rights for Homework Packet

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Example of Student Web for Homework Packet

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